All projects for the competition should be presented in the following format:

All written material should be posted on heavy cardboard (papel ilustración or papel cascarón recommended) that can stand on a table.

The items to include on the cardboard display are:

· Name of student, grade level, and campus

· Topic and Question

· Hypothesis

· Description of the experiment and variables

(for example change something like the temperature if you chose the wrapping experiment mentioned above)

· List of materials used

· Observations and/or measurements

· Results either in charts or graphs

· Conclusions

Actual materials used in the experiment should be displayed (plants in pots, bacteria cultures in Petri dishes, etc.)

Photos (or videos) of the experiment may be displayed, too.

Although the scientific information on the display is the most important, the presentation also counts for the judges (font size, legibility, colorfulness, visual aids, etc.)

Students should be able to explain orally (in about a minute) what their project is about. Judges will ask questions and look for confident and clear answers from the students.

Using the Rubrics:

The rubrics below should be given and explained to the students to help them present a project with the potential to win. Students perform much better, and adults can guide them more easily, when the expectations are clearly explained from the beginning.

Exhibit Rubric:

Poor

Fair

Good

Excellent

Title

0 pts.

Title is boring and does not apply to project.

1 pt.

Title either applies to project or is creative (but not both).

3 pts.

Title is creative and applies to project.

5 pts.

Title is creative, attention-getting, and applicable to project.

Board

0-4 pts.

Board is boring, and it does not relate to project.

5-8pts.

Board is boring, but it adequately supports the project.

9-12 pts.

Board is creative or colorful. It supports the project.

13-15 pts.

Board is creative or colorful. It draws attention while supporting the project.

Posted Material

0-2 pts.

Material is readable and provides some information about the project.

3-5 pts.

Material is readable and generally tells the project’s story.

6-8 pts.

Material is orderly, readable and generally tells the project’s story.

9-10 pts.

Material is orderly, readable and clearly tells the project’s story.

Graphs

0 pts.

Graphs have little or no relation to data or project.

1 pt.

Graphs are readable but incomplete.

3 pts.

Graphs are readable and include titles, legends, and units of measurement.

5 pts.

Graphs are readable and helpful, including titles, legends, and units of measurement.

Samples

0 pts.

Sample material is missing or provides no information about the project.

Student shows confidence in oral explanation and when answering questions.

Vocal Quality (Volume)

0-2 pts.

Vocal quality makes it very difficult to understand explanation and interact through questions.

3-5 pts.

Vocal quality makes it somewhat difficult to understand explanation and interact through questions.

6-8 pts.

Vocal quality makes it easy to understand explanation and interact through questions.

9-10 pts.

Vocal quality makes it very easy to understand explanation and interact through questions.

Eye Contact

0 pts.

Student fails to maintain eye contact with the audience.

1 pt.

Student maintains eye contact with the audience part of the time.

3 pts.

Student maintains eye contact with the audience most of the time.

5 pts.

Student maintains eye contact with the audience at all times.

Time Range (1 to 2 min.)

0 pts.

Presentation is inadequate and not within the time assigned (too long or too short).

1 pt.

Presentation is incomplete but within the time assigned.

3 pts.

Presentation is complete but not concise and within the time assigned.

5 pts.

Presentation is complete and concise within the time assigned.

Total points: __________ (40 pts. max.)

The rubrics are guidelines and should be adapted to the grade level. Upper elementary students are expected to identify and manipulate variables. Lower elementary students are not expected to do that but will be commended if they accomplish it. All students should be able to come up with an authentic question or problem, to make a logical hypothesis, to perform an experiment that addresses the question or problem, and to draw thoughtful conclusions based on their results. Graphs should reflect the student’s ability according to his/her age. The same applies to the oral presentation.

Choosing a Finalist:

Each of the students should have an opportunity to present their project before judges, even if it happens in their classroom. This will also give the finalists and the judges practice before the big event in Interlomas.

Procedures:

Students should follow these steps to participate in the Science Fair:

1. Choose a topic of their interest.

2. Ask a question or present a problem they are curious about.

3. Make a hypothesis.

4. Design an experiment to answer their question or address their problem.

5. Identify the control and experimental variables.

6. Gather the materials necessary for the experiment.

7. Perform the experiment at home or at school under adult supervision and with safety in mind.

8. Record their observations and measurements.

9. Communicate them in writing and with graphs.

10. Draw their conclusions.

The result of the experiment could confirm their hypothesis, prove it wrong, or raise more questions that could be explored in the future, and all of those options can be correct.